|
Books > Social sciences > Education > Higher & further education > Open learning & distance education
How can open and distance learning and information and communications technology (ICT) provide us with more - and better - teachers? Open and distance learning is increasingly used in teacher education in developing and developed countries. It has the potential to strengthen and expand the teaching profession of the twenty-first century and to help achieve the target of education for all by 2015. Teacher Education Through Open and Distance Learning examines the case for using open and distance learning and ICT to train our educators. It describes and analyses the ways in which these methods and technologies are used for: *initial teacher training and continuing professional development *training principals and school managers *training those who provide non-formal adult and community education *communities of practice and sharing of knowledge and ideas within the teaching profession It also discusses the policy-making, management, technology, costing, evaluation and quality assurance aspects of this work. The contributors are outstanding practitioners in the field. The first review in over a decade, Teacher Education Through Open and Distance Learning draws on wide-ranging and international experience to summarise the strengths and weaknesses of new approaches to the education of teachers. It offers invaluable guidance to policymakers, planners, headteachers and teachers.
This book is aimed at those who are considering, or just starting to plan open and distance learning (ODL) courses. It offers practical advice on how to find your students, expand your audience and become cost-effective without compromising quality. The main areas covered are: *basic principles and different approaches to ODL *different types of self-study materials, media, and student support from your institution *building quality assurance into the development process With a wide range of practical, tried-and-tested examples and case studies, the book provides a complete guide to setting up ODL courses.
This book is aimed at those who are considering, or just starting to plan open and distance learning (ODL) courses. It offers practical advice on how to find your students, expand your audience and become cost-effective without compromising quality. The main areas covered are: *basic principles and different approaches to ODL *different types of self-study materials, media, and student support from your institution *building quality assurance into the development process With a wide range of practical, tried-and-tested examples and case studies, the book provides a complete guide to setting up ODL courses.
The Internet is changing the way we live and education has always played an important part in shaping our lives. It is now time for education to capitalise on the Internet's capabilities to create a new learning environment for tomorrow's students. The Online Educator provides much needed straightforward advice on how to create a web-based education system. From Administrative planning and selecting resources to individual course development, it offers clear, novice-friendly information on the entire process of online learning. Key features include: *clear definitions of common terms and concepts *a practical 'how-to' approach with useful checklists *a discussion of the issues for students and teaching staff *links to useful websites and other resources Based firmly on current distance learning research, yet accessible and very readable, this book will be indispensible to anyone interested in developing online education.
Related link: http://www.routledgefalmer.com/textbooks< /a>
The Internet is changing the way we live and education has always played an important part in shaping our lives. It is now time for education to capitalise on the Internet's capabilities to create a new learning environment for tomorrow's students. The Online Educator provides much needed straightforward advice on how to create a web-based education system. From Administrative planning and selecting resources to individual course development, it offers clear, novice-friendly information on the entire process of online learning. Key features include: *clear definitions of common terms and concepts *a practical 'how-to' approach with useful checklists *a discussion of the issues for students and teaching staff *links to useful websites and other resources Based firmly on current distance learning research, yet accessible and very readable, this book will be indispensible to anyone interested in developing online education.
Related link: http://www.routledgefalmer.com/textbooks< /a>
The technologies of the Internet and multimedia have generated a
rapid shift to the use of online learning materials in education,
training and commerce. As a result managers and developers are
often finding themselves having to make decisions without adequate
background information of the field, or a full understanding of the
management approaches to it. The second edition of this
clear-sighted book addresses the issues of digitally delivered
education and provides a comprehensive guide to the issues,
principles, best practices and skills required to succeed in the
new digital education age.
This collection of first-hand accounts from experienced and accomplished learning technology practitioners highlights issues in using learning technologies for flexible, distance and open learning. Drawing on their own experience, the authors identify and explore the most practical and complex issues faced and reflect upon the lessons learned. The definition of learning technologies is broad, encompassing not only the tools (print, audio, video, online applications) but their creative and informed application and social effects. Experiences from eight different countries are presented while the themes addressed include policy development, teaching skills, learner guidance, evaluation and reflective practice. Often, busy practitioners argue that they do not have time for reflection but that they do have time to swap stories with colleagues. Using Learning Technologies promotes such engagement through a broad range of first-hand accounts of facing the challenges entailed in using learning technologies. The stories recounted here speak directly to practitioners, researchers and administrators, provide a model for reflection and offer practical guidelines for comparison with the reader's own experience. eBook available with sample pages: HB:0415216877
Contents: Part 1 Introduction 1. Using Learning Technologies: An Introduction Part 2 Policy Issues 2. Naming the Learning Technology Issues in Developing Countries 3. Public and Institutional Policy Interplay: Canadian Examples 4. Getting the Systems Right: Experience at the University of the West Indies 5. Developing Course Materials: A Context of Technology Constraints Part 3 Practice Issues 6. Lessons from Our Cyberclassroom 7. Teacher or Avatar? Identity Issues in Computer-mediated Contexts 8. Web-based Research Assistance 9. 'No One Will Listen to Us': Rural Fulbe Women Learning by Radio in Nigeria 10. Confronting Barriers to Distance Study in Tanzania Part 4 Quality Issues 11. Reflections on Evaluating Online Learning and Teaching 12. Evaluating the Use of Learning Technologies 13. Gender-sensitive Evaluation Research 14. Using Learning Technologies: A Synthesis of Challenges and Guidelines
Public and private providers of education and training are facing a
shift to a more demand-driven market and expectations of greater
accessibility, flexibility, quality, relevance and efficiency.
Education and training are also being transformed by new
information and communications technologies and becoming more
global, competitive and commercialized. Such a destabilized and
uncharted environment calls for transformational leadership, both
at the organizational and the operational level, to energize and
empower others to share the vision of what can be accomplished, to
change work cultures and to create systems that are responsive
andsustainable. In this thought-provoking and ground-breaking book,
Colin Latchem and Donald Hanna critically examine: * global
developments and trends in education and training* the changes,
challenges and choices confronting educators and trainers* the
development of an entrepreneurial culture* the processes of
organizational change* leadership in traditional and open &
flexible learningThe book also features interviews with eighteen
distinguished educational leaders and innovators from across the
globe. These provide unique and fascinating insights into the
experiences, principles, ideas, feelings and approaches that CEOs
and senior managers can bring to leading their organizations and
open learning enterprises. The book concludes by summarizing the
key leadership concepts and change strategies that are needed by
those who lead or manage open and flexible learning or who aspire
to change educational and training organizations and practice in
the 21st century.List of contributorsProfessor Dominique Abrioux,
President, Athabasca UniversityRobert C Albrecht,Former
Vice-President for Academic Affairs and Chancellor Emeritus,
Western Governors UniversityProfessor Denise Bradley,
Vice-Chancellor, University of South AustraliaProfessor Rajesh
Chandra, Deputy-Vice Chancellor, University of the South
PacificProfessor Betty Collis, Faculty of Educational Science and
Technology and Centre for Telematics and Information Technologies,
University of Twente, the NetherlandsSir John Daniel,
Vice-Chancellor, Open University, UKProfessor Dato' Gajaraj
Dhanarajan, President and CEO of the Commonwealth of
LearningProfessor Donald E Hanna, Professor of Educational
Communications, University of Wisconsin-ExtensionGlenn R Jones,
Founder and CEO, Jones International Universityb": The University
of the Web and JonesKnowledge.comProfessor Abdul Khan,
Vice-Chancellor of Indira Gandhi National Open University (IGNOU),
Chairperson, Distance Education Council (DEe and Director of
Development and Training with the Commonwealth of LearningRoger
Lewis, Regional Consultant with the UK Higher Education Funding
CouncilProfessor Marmar Mukhopadhyay, National Institute of
Educational Planning and Administration, IndiaDr Muriel Oaks,
Associate Vice-President for Extended University Services,
Washington State UniversityJanet Poley, President, American
Distance Education ConsortiumSister Joel Read, President, Alverno
CollegeBernadette Robinson, Special Professor of Comparative
Education, School of Continuing Education, University of
NottinghamBarbara Spronk, Executive Director, International
Extension CollegeDr Brian Talbott, National Executive Director,
Association of Educational Service Agencies
Open and distance learning has been used in many ways in the recent past to provide both primary education and adult education. The Commonwealth of Learning works with governments, schools and universities with the aim of strengthening the capacities of Commonwealth member countries in developing human resources required for their economic and social development. Many existing policy documents link distance education with new information and communication technologies, portraying them as a promising universal access and exponential growth of learning. This book answers the key questions to these issues and assesses the impact and effect of the experience of basic education at a distance all over the world and in a wide variety of forms. This is the first major overview of this topic for twenty years.
Open and distance learning has been used in many ways in the recent past to provide both primary education and adult education. The Commonwealth of Learning works with governments, schools and universities with the aim of strengthening the capacities of Commonwealth member countries in developing human resources required for their economic and social development. Many existing policy documents link distance education with new information and communication technologies, portraying them as a promising universal access and exponential growth of learning. This book reviews world experience in order to answer key questions about open and distance learning in basic education. It is the first major overview of this topic for twenty years. eBook available with sample pages: 0203187628
Remote Learning: Engaging in K-12 Literacy Instruction is about
teacher candidates engaging K-12 students in remote literacy
instruction during their teacher preparation programs. This book
includes new case studies for tutoring diverse students remotely
with diverse literacy learning needs that ranges from English
Language Learners to students with special needs. It also includes
remote teaching in diverse settings such as, intervention programs,
virtual and private schools, and so forth. Many more web meeting
tools such as, Adobe Connect, Zoom, Google Classroom made it
possible for synchronous tutoring. And be sure to check out the
wide range of digital resources that supported K-12 remote literacy
instruction. The digital tools included CommonLit, IXL, RoomRecess,
ABC Mouse, and more!
Originally published in 1988. This book provides an overview of
women's experience, access and needs in distance education. It
includes contributions on distance learning programmes in Holland,
Canada, the South Pacific, West Germany, Australia, New Zealand,
Israel, Kenta, Great Britain, India, Papua New Guinea, Sweden and
Turkey. Within this diversity are common international themes on
the nature of the educational process for women in distance
learning, whether the subject is building construction or art
teaching. The incorporation of a historical perspective and an
evaluation of the prospects for the future contextualises the
descriptions of the ways in which women are currently re-defining
themselves through distance education around the world.
Originally published in 1982 this volume provides nine case studies
of particular distance teaching universities in Canada, China, Cost
Rica, Germany, Israel, Pakistan, Spain, Venezuela and the UK. These
universities were mainly founded in the 1970s to teach only at a
distance. The book considers the provision of distance education by
universities in general and the development and characteristics of
the distance teaching universities in particular. Chronicling the
emergence of new university structures between 1971-1981, the book
also provides an appraisal of their performance in the early years.
Originally published in 1981 this volume provides a detailed
analysis of the factors - strategic, pedagogic, operational,
organisational and financial -which should be taken into account in
the planning and running of large-scale, centralised distance
education systems at the higher education level. The book uses
evidence drawn from Open University type institutions in Canada,
Costa Rica, Germany, Iran, Israel, Pakistan, Spain, Sri Lanka,
Venezuela and the UK.
Against a background of profound wordwide social and economic
change, the concept of lifelong learning has come increasingly into
the public eye. As educators and policy-makers rethink the meaning
of education, the purpose of schooling and the place of learning in
our everyday lives, educational institutions are opening up to
those traditionally deprived of the opportunity. The books in this
set, originally published between 1979 and 1992, including global
case studies, reflect upon major issues confronting adult educators
worldwide and discuss the role of adult education in social and
community action examine the relationship between class and adult
education look at the concept of culture and the transmission of
cultural values in relations to adult education evaluate the role
of adult education in reducing unemployment
Research has indicated that assessment is a key factor in student
learning. This book details the issues of assessment in the open
and distance learning field, where changes in budgets, the location
and environment of the students and other factors have prompted
innovations in assessment.
When asked the question, 'Think of the best teacher you ever had.
What did that teacher do to make you consider him or her your best
teacher?' the answers are never 'My best teacher gave us lots of
worksheets to do, ' or 'My best teacher covered a lot of material.'
Instead, typical answers range from the teachers who challenged, to
the teachers who cared and the teachers who loved their subjects.
Babbage calls those teachers 'extreme teachers, ' whose ultimate
goal for students is 'extreme learning'. In the 'extreme learning'
classroom, the students and the teacher create learning experiences
which connect the real-life knowledge, talents, and interests of
students with what needs to be learned today in the standards-based
school curriculum. School becomes relevant to the outside world,
and working harder to learn at school becomes important,
beneficial, and meaningful. Babbage uses anecdotes, both his own
and hypothetical, to demonstrate 'extreme learning'. He shows the
disparity between training and understanding, where students are
trained in standards, but they begin to truly understand the
real-life application. 'Extreme learning' creates a partnership
between teacher and student, where all learn and improve from each
othe
Published in association with the Commonwealth of Learning
Open and distance learning has expanded dramatically in recent
years across the world, across the spectrum of subject areas, and
across educational levels. This book takes a detailed look at the
state of the art of open and distance learning in higher education,
and presents a fascinating picture of a world and its educational
culture in transition.
This edited collection contains authoritative analyses of key
issues together with current accounts of practice in each region of
the world. It includes
*open and distance learning in relation to internationalisation,
lifelong learning and flexible learning
*costs of distance education
*the impact of telecommunications
*applications of open and distance learning in Africa, the
Americas, Asia, Europe and Oceania.
It draws together experts in the field from all over the world, and
has a truly international perspective on the phenomenon of open and
distance learning. Its unparalleled breadth of coverage makes it an
indispensable work of reference for experts and newcomers alike.
This open university reader is a wide-ranging interdisciplinary
collection of material from primary sources, illustrating the
relationship between cultural change and religious belief in
sixteenth-century Europe. It contains more than eighty extracts
drawn from a variety of genres including political, religious,
philosophical and legal writing, diaries, letters, plays, poems and
fiction. Some have never previously been published, others have not
been reprinted since their original appearance in the sixteenth
century, and a number are translated into modern English for the
first time.
Culture and Belief in Europe 1450 - 1600' includes writing from
such renowned thinkers as Erasmus, Luther, Machiavelli, and Sir
Thomas More, besides that of lesser-known authors. Works of
literature also feature extensively, and writings from Cervantes,
Rabelais, Edmund Spenser, and Sir Philip Sidney amongst many others
are all to be found here.
A general introduction describes the anthology's central aim - to
explore aspects of the interrelationship between the politics,
religion and writing of the period. The book is divided into eight
thematic sections.
Spelling in the extracts has been sensitively modernized
throughout, and the editors provide a headnote and appropriate
explanatory annotation for each item.
This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives. The fourteen chapters engage critically with a range of aspects of convergence, including: * how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance? * to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners? * how well will the variety of learners be served by systems that are converging? * what are the managerial issues at institutional level where converging systems are being developed?
This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives. The fourteen chapters engage critically with a range of aspects of convergence, including: * how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance? * to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners? * how well will the variety of learners be served by systems that are converging? * what are the managerial issues at institutional level where converging systems are being developed?
'For a more balanced view of the challenges, achievements, and future of distance learning worldwide, in mind, scope, and spirit, this reviewer recommends this edited work.' - Higher Education in Europe
As institutions and organisations around the world move to more open and flexible delivery of educational and training programmes, there is increasing need for effective forms of staff development to encourage and support change. Staff development is not only critical in helping teachers and trainers acquire and improve their knowledge and skills in alternative modes of delivery, but in helping to shape the policies, procedures and attitudes that are needed for more learner-centred approaches. This book draws together the experiences, insights and findings of some of the world's leading staff developers in open and flexible education. It is designed to provide an overview of the trends, influences and events which are shaping the work of these professionals, and the policy changes, processes and outcomes they are helping to bring about in this expanding field. The book offers various frameworks and strategies for staff development activities, with examples from commercial, professional and educational settings, and shows how these can be refined and adapted to more specific contexts.
|
|